Can elementary students gather information from concept maps ?

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dc.contributor.authorMarulcu, İsmail
dc.contributor.authorKarakuyu, Yunus
dc.contributor.authorDoğan, Mevlüt
dc.date.accessioned2019-07-16T15:55:06Z
dc.date.available2019-07-16T15:55:06Z
dc.date.issued2013
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractIn this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used concept maps provided for the Light and Sound units for fourth, fifth, and sixth grades as content to determine whether students were able to use concept maps to gather information from them. Our analyses showed that most of the students did not use the concept maps to answer the questions. Rather they used their own knowledge and cognitive structures about light and sound to answer the questions. Therefore, we concluded that students do not know how to read the concept maps and gather knowledge from them. Also, we ran an Analysis of Variance (ANOVA) test to explore whether grade level has an effect on students? performance in reading the concept maps and gathering information from them. We found that grade level has a significant effect on students? performance in using concept mapsen_US
dc.description.abstractIn this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used concept maps provided for the Light and Sound units for fourth, fifth, and sixth grades as content to determine whether students were able to use concept maps to gather information from them. Our analyses showed that most of the students did not use the concept maps to answer the questions. Rather they used their own knowledge and cognitive structures about light and sound to answer the questions. Therefore, we concluded that students do not know how to read the concept maps and gather knowledge from them. Also, we ran an Analysis of Variance (ANOVA) test to explore whether grade level has an effect on students? performance in reading the concept maps and gathering information from them. We found that grade level has a significant effect on students? performance in using concept mapsen_US
dc.identifier.endpage625en_US
dc.identifier.issn1306-3065
dc.identifier.issue4en_US
dc.identifier.startpage611en_US
dc.identifier.urihttps://trdizin.gov.tr/publication/paper/detail/TWpVME5EVTVPUT09
dc.identifier.urihttps://hdl.handle.net/20.500.12483/1978
dc.identifier.volume8en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Environmental and Science Education (elektronik)en_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectEğitim Araştırmalarıen_US
dc.titleCan elementary students gather information from concept maps ?en_US
dc.typeArticleen_US

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